Evaluating Student Opinion of Constructivist Learning Activities on Computing Undergraduate Degrees

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Evaluating Student Opinion of Constructivist Learning Activities on Computing Undergraduate Degrees"

Transcription

1 Evaluating Student Opinion of Constructivist Learning Activities on Computing Undergraduate Degrees John Colvin and Alan Phelan, University of Worcester Abstract This paper discusses the student-focused learning activities employed by a number of computing lecturers at the University of Worcester to encourage learning amongst 2 nd and 3 rd year undergraduates. These activities include on-line discussions, variations on group discussion and presentational activities, students undertaking and analysing computer simulations, and the completion of a structured series of programming activities. The paper introduces the background to these learning activities, documents them and then analyses the approach adopted by members of staff. This is followed by a review of the feedback from both students and academic staff. Finally, the paper comments on the awareness of the academics of the term Constructive Alignment. Introduction University of Worcester (UW), formerly named University College Worcester, is an expanding Higher Education Institution (HEI) that acquired University Title in 25. Although UW is the only HEI in Herefordshire and Worcestershire, it recruits successfully in national and international markets as well as the local market and currently has approximately 5, FTE students enrolled. Like other HEI s in the United Kingdom, UW is under pressure to recruit a more inclusive and broader based student body, and it is committed to widening participation and lifelong learning. This has resulted in students who previously would not have entered Higher Education now being welcomed. (Colvin, 23) Undergraduate computing at UW is offered as part of an institutional Undergraduate Modular Scheme and attracts an annual intake of around 1 students. The disparate educational backgrounds and mode of study of students enrolled on computing modules reflects the institution s commitment to widening participation and to lifelong learning. Admission offers are made on the basis of 16 UCAS points, and many students enter with vocational A level qualifications or via non-traditional routes such as Access courses. Academic staff who were involved in the project have recognised that such students are likely to come from a less academic background than students entering from the familiar educational background of a decade ago. Computing students (both new and traditional ) are encouraged to engage in deep rather than surface learning Marton & Saljo, 1976a & Marton & Saljo, 1976b). This is promoted by an emphasis on student-focused learning activities rather than relying solely on a traditional lecture and tutorial approach. The latter approach is usually inappropriate for a broader-based student body (Biggs, 23). This paper discusses a project to evaluate students opinions of the learning activities employed by a number of computing lecturers at UW with 2 nd and 3 rd year undergraduates in the academic year

2 Methodology A range of approaches was taken in order to assess student opinion of these learning activities. Questionnaires were used to obtain both quantitative and qualitative data from students in the week following the period in which a particular learning activity had been offered. Students were observed undertaking the learning activities and also volunteer students were videoed. Finally an informal discussion with one group was subsequently held to clarify the data obtained. All computing lecturers at UW were offered the option to participate in the project. Nine full-time lecturers volunteered and these were briefed, and asked to supply a written description of their learning activity and asked to identify which learning objective(s) from the module the learning activity was targeted at. Questionnaires were used to obtain data from academic staff regarding the influences that informed the choice of particular learning activities and to elicit their understanding of the term Constructive Alignment. Student Centred Learning Activities The project involved student-centred learning activities in 2nd and 3rd year undergraduate modules during the academic year September 24 June 25. The learning activities were integrated into three-hour module sessions and generally occurred on a regular basis following a traditional 6-9 minute lecture, over periods of between 3 and 8 weeks. The activities are categorised and described below Variations on group discussion and presentational activities were including in Project Management, Professional Ethics and E-Commerce modules. Small groups of students are given a current issue to discuss in sessions and asked to feedback to other students using Powerpoint or acetates at subsequent sessions. On-line discussions were employed in HCI and Web Design modules - in one module the activity followed a formal lecture, whereas the other module incorporated the activity into a blended learning strategy. Small groups undertook computer simulations in an Operating Systems module. On completion of these group tasks students were individually required to analyse the data collected and reflect on its significance within the scope of the module. At the end of the module students select the analysis and their reflections resulting from two of the practical tasks and these are submitted as an assignment. Similar strategies were applied in two programming modules. Students were individually encouraged to complete a structured series of programming activities that included both examples for them to work through and also exercises of increasing difficulty. Additionally, students on one of these modules were given an on-line multiple-choice quiz (MCQ) using WebCT to complete - these students were offered multiple attempts at the quiz and successful completion enabled a student to access subsequent week s materials (handouts and worksheets) An Image Manipulation and Interpretation module enabled students to use proprietary software to investigate the structure of maps and analyse the images. At the end of each session students completed open-ended questions, designed to

3 encourage deeper thinking and reflection. Completed questionnaires were submitted as part of an assignment. Armitt (22) advises us that synchronous peer-to-peer on-line activities, employed in HCI and Web Design modules, can play a significant important role in encouraging deep learning. Armitt (22) also warns that groups do not spontaneously coalesce to undertake effective in-depth synchronous discussions. The academic staff involved with these modules acknowledge this warning and so monitored and encouraged in-depth discussion. The three modules that include discussion and presentational activities require students to work in small groups of three, four or five and so offer the potential of cooperative learning (Ramsden, 1992). The issues discussed (e.g. Compare and contrast the pressures that the Data Protection Act and the Freedom of Information Act place on companies ) engage students with higher level cognitive skills such as analysis and evaluation. The structured series of activities included in the two programming modules are intended to encourage different levels of learning. Working through examples and straightforward exercises with solutions similar to given examples may only encourage surface learning (Tait, 1996). However, the more complex exercises require higher levels of problem solving, and problem solving involves deep learning (Tait, 1996). The challenge is to encourage surface learners to move on from the examples and less complex exercises onto the more challenging exercises. This, the authors believe, is possible by a structured approach to the level of complexity of successive exercises coupled with appropriate support mechanisms. The use of MCQ tests as formative assessment, on the other hand, is unlikely to be appropriate in an aligned context, as students tend to employ surface learning in a MCQ context (Scouller,1998). Not only do the Operating Systems and Image Manipulation & Interpretation modules require students to analyse and reflect, but also some or all of this analysis and reflection forms part of the modules assessment. Entwistle (2) suggests that incorporating such formative activity into an assessment will encourage deep learning. However, our experience suggests that students may be reluctant to fully engage in this type of activity and tend to focus on summative assessment (Gibbs & Habeshaw, 1998; Colvin & Keene, 24). The integration of summative elements into these learning activities makes it more likely that students will engage in deep learning. In all of the modules in the project at least 5% of timetabled sessions was scheduled for student-centred learning activities and so the academics have addressed the problem of devoting too much time to teaching content (Fink,23). This paints a picture of academic staff who are student-focused, and learning-oriented (Entwistle, 2) and who adopt a Conceptual Change / Student-Focused approach (Trigwell et al, 1999).

4 Student Opinion Students evaluated the learning activities against a range of criteria: Was the learning activity challenging? Did the learning activity generate interest? Did the learning activity enable the achievement of the learning outcomes? Was the learning activity appropriate for the stage of the course? Should the learning activity be included frequently? Does the learning activity encourage attendance? What is the purpose of the activity? On the whole these opinions were positive and it is interesting to note that feedback was generally uniform across the different activities. Students expressed the following opinions: 73% of students expressed an opinion that the activities were challenging and stretched them (see Fig. 1) and 72% of students indicated that they believed the activities were interesting (Fig. 2). This appears to be consistent with Ramsden (1992) who proposes that deep learning is enjoyable, whereas surface learning is dissatisfying, tedious and unrewarding. How Challenging is the Activitiy? Too Difficult Challenging - it stretched me Not very challenging Too Easy No Opinion Fig. 1

5 Level of Interest aroused by Activity Excited and Absorbed Interested No Opinion Uninterested Bored Fig. 2 Trigwell (1999) confirms that the conceptual change/student-centred approach is more likely to be associated with higher quality learning outcomes. Therefore we might expect students to report that these learning activities supported them in the achievement of the learning outcomes. Fig. 3 shows that 66% of students believed they had achieved all or most of the learning outcomes at the end of the learning activities. This achievement rate may appear disappointing, particularly as Cmor (21) cautions us that students can exaggerate their own abilities. It is worth noting that there will be other opportunities (e.g. self-study, alternative learning activities) for students to achieve the learning outcomes later in the module. It would be very surprising if all students were able to achieve all the learning outcomes on an undergraduate module. Further research is required in order to correlate students perception of achievement against actual individual achievement.

6 Achievement of Learning Outcomes (Student Opinion) All LO's Most LO's No Opinion Some LO's No LO's Fig. 3 87% of students expressed the view (see Fig. 4) that the activities were either appropriate or very appropriate for the stage of the course. The activities require the use of higher-level cognitive skills and it is encouraging to note that students acknowledge the appropriateness of the activities. These data are consistent with data from a subsequent survey (see Table 1) that was carried out with a smaller sample of these students designed to elicit students opinion of the purpose for including the learning activities. Only 3% of students were of the opinion that the activities were inappropriate. Further research is suggested in order to determine whether such students are surface learners. Appropriateness for Stage of Course Very Appropriate Appropriate No Opinion Inappropriate Very Inappropriate Fig. 4

7 Individual staff tended to favour and emphasize a particular type of activity (e.g. the use of online discussions in the HCI module). However, this emphasis was not exclusive, and other activities were incorporated when appropriate. For example, the use of individual and/or group discussion of problems or issues was actively encouraged during the more formal sections of the delivery of a programming module. This strategy of focusing on a single learning activity was not popular with students. Only 23% of students thought that a particular activity should occur every week (see Fig 5). This disapproval is further emphasised if the data from the programming modules is excluded then fewer than 19% of students expressed approval for the same activity occurring each week. Furthermore 38% and 23% thought that particular activities should occur every other week and occasionally, respectively. This suggests a student preference for a palette of differing learning activities throughout a module. Again further research might indicate if this approach might be effective. How Frequently should the Learning Activity Occur? Every week Half the sessions No Opinion Occassionally Never Fig. 5 Disappointingly 68% of students expressed a view that individual activities have no effect on their attendance and only 15% expressed a view that their inclusion might encourage attendance (Fig. 6). If we accept the views of Biggs (23) then we can also accept that the majority of students at UW would not have been in higher education 2 years ago and are similar to his example student named Robert. Although this project supports the view that many such students

8 become aware of higher level cognitive skills (see Fig. 4 and Table 1), the authors believe that they are not generally successful in nurturing these independently away from the structured support offered by orchestrated learning activities. Perhaps this suggests that we might investigate adopting other strategies with students that have a poor attendance record such as offering distance learning activities or emphasising and supporting their need to independently engage in deep learning. Describe how this activity encourages attendance More likely to attend No effect No opinion Less likely to attend Fig.6 Rationale for Incorporating Learning Activities The academics involved were offered six possible influences on their decision to incorporate their learning activity and asked to rank these. The results (see Table 1) support the view that these academic staff have a clear understanding of the nature of student learning, an understanding that resulted in good practice. It is interesting to observe the near one-to-one correspondence between the views of the academics and the views of a sample of 34 students (see Table 1) from the project who completed a similar questionnaire. Although it is very reassuring to note this alignment of views, it does offer the opportunity for further investigation e.g. to monitor the development of students attitude towards learning over an undergraduate course in order to establish the influence on this of a variety of learning experiences.

9 Table 1 Why were Learning Activities included? Influence Ranking Academics Students So that the lecturer does not need to talk for 3 hours 5th 5th To encourage students to reflect on what they are learning 2nd 1st To prevent students from being bored 4th 4th To exploit the view that students learn better when doing 1st 2nd To fill time 6th 6th To encourage students to work autonomously 3rd 3rd Although we believe the learning activities considered in this project may be located in the context of the Biggs Constructive Alignment theory, this was not the catalyst for this project. The authors were impressed both by the range of student-centred activities that some computing colleagues were employing and by the positive anecdotal evidence from students. It is therefore appropriate to speculate about the influence of the Constructive Alignment theory on academic staff. During the course of the project, staff were asked what their understanding of the term Constructive Alignment was at the start of the project. Their responses (see Fig. 7) suggest that the theory is not yet fully appreciated even by progressive academic staff. Further research may be necessary to determine whether this is a general or a local phenomenon. Awareness of the term "Constructive Alignment" Unaware of term Aware of term, Aware of not of meaning term,not sure of meaning Aware of term and of meaning Conclusions On the whole, the opinions of students were positive and were uniform across the different activities. The results supported the authors belief that our students find these learning activities interesting, challenging, supportive and appropriate for the stage of

10 their course. The results also suggest that including such learning activities in our modules will encourage learning. The authors were surprised to observe a student preference for a palette of differing learning activities throughout a module, as opposed to the tendency for staff to favour and emphasize a particular type of activity. Disappointingly, very few students expressed a view that individual activities might encourage attendance. The disappointment arises from the authors belief that our students are not generally successful at independently nurturing higher-level cognitive skills away from the structured support offered by orchestrated learning activities. However, it is reassuring to note the near one-to-one correspondence between the views of academics and students on the influences on the decision of academics to incorporate their learning activity. Feedback from academics suggested that Constructive Alignment theory was not yet fully appreciated, even by these progressive academic staff. Finally, further research is suggested - To correlate students perception of learning outcome achievement against actual individual achievement. To correlate students preference for the type of learning activities with their level of learning. To determine the effectiveness of including a palette of differing learning activities throughout a module to better student achievement. To investigate adopting other strategies with students that have a poor attendance record such as offering distance learning activities or emphasising and supporting their need to independently engage in deep learning. To determine whether the lack of awareness of Constructive Alignment theory amongst academics is a general or a local phenomenon. Contact Details John Colvin Alan Phelan Acknowledgements The authors wish to acknowledge the contribution of the students and academics who participated in the study. References Armitt, G., Slack, F., Green, S. & Beer, M., 22. The Development of Deep Learning During a Synchronous Collaborative On-Line Course. Proceedings of CSCL 2, January , University of Colorado, Boulder, CO, USA [Available at

11 Biggs, J., 23. Teaching for Quality Learning at University. Maidenhead: Open University Press. Cmor, D. & Lippold, K., 21. Surfing vs. searching: the Web as a research tool. Paper presented at the 21st Annual Conference of the Society for Teaching and Learning in Higher Education. Colvin, J., 23. Extending the Academic Year for Mature Part-time Higher Education Students using a Web-based learning Environment. Research in Post-Compulsory Education, 8(3), pp Colvin, J. & Keene, J., 24. Supporting undergraduate learning through the collaborative promotion of e-journals by library and academic departments. Information Research, 9(2), paper 173 [Available at Entwistle, N., 2. promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. Paper presented at TLRP Conference, Leicester, November 2 [Available at Fink, L., 23. Creating Significant learning Experiences, San Francisco: John Wiley. Gibbs, G. & Habeshaw, T., Preparing to Teach: an introduction to effective teaching in higher education. Bristol: Technical and Educational Services Ltd. Marton, F. & Saljo, R., 1976a, On Quantitative Differences in Learning I. Outcome and Process. British Journal of Educational Psychology, 46, pp Marton, F. & Saljo, R., 1976b. On Quantitative Differences in Learning II. Outcome as a function of the Learner s Conception of the Task. British Journal of Educational Psychology, 46, pp Ramsden, P., Learning to Teach in Higher Education. London: Routledge. Scouller, K., The influence of assessment method on students learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, pp Tait, H, & Entwistle, N., Identifying students at risk through ineffective study strategies. Higher Education, 31(1), pp Trigwell, K., Prosser, M. & Waterhouse, F., Relationships between teachers approaches to teaching and students approaches to learning. Higher Education, 37, pp.57-7.

Students Approaches to Learning and Teachers Approaches to Teaching in Higher Education

Students Approaches to Learning and Teachers Approaches to Teaching in Higher Education Educational Psychology Vol. 25, No. 6, December 2005, pp. 673 680 Students Approaches to Learning and Teachers Approaches to Teaching in Higher Education John T. E. Richardson * The Open University, UK

More information

DESIGNING MODULES FOR LEARNING

DESIGNING MODULES FOR LEARNING Roisin Donnelly and Marian Fitzmaurice Learning and Teaching Centre Dublin Institute of Technology 14 Upper Mount Street Dublin 2 Ireland Tel: 00 3531 402 7886/7861 Fax: 00 3531 6767243 E-mail: roisin.donnelly@dit.ie

More information

Programme Specification for MSc Applied Sports Performance Analysis

Programme Specification for MSc Applied Sports Performance Analysis PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited

More information

Deep, surface and strategic approaches to learning

Deep, surface and strategic approaches to learning Good Practice in Teaching and Learning Deep, surface and strategic approaches to learning Introduction to deep, surface and strategic approaches to learning The material in the boxes is not an intrinsic

More information

STUDENTS PERCEPTIONS OF ONLINE LEARNING AND INSTRUCTIONAL TOOLS: A QUALITATIVE STUDY OF UNDERGRADUATE STUDENTS USE OF ONLINE TOOLS

STUDENTS PERCEPTIONS OF ONLINE LEARNING AND INSTRUCTIONAL TOOLS: A QUALITATIVE STUDY OF UNDERGRADUATE STUDENTS USE OF ONLINE TOOLS STUDENTS PERCEPTIONS OF ONLINE LEARNING AND INSTRUCTIONAL TOOLS: A QUALITATIVE STUDY OF UNDERGRADUATE STUDENTS USE OF ONLINE TOOLS Dr. David A. Armstrong Ed. D. D Armstrong@scu.edu ABSTRACT The purpose

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: HNC in Applied Technologies Awarding Body: Teaching Institutions: Staffordshire University Barnsley College Shrewsbury College of Arts and Technology

More information

Evaluation of an Applied Psychology Online Degree Maggie Gale, University of Derby

Evaluation of an Applied Psychology Online Degree Maggie Gale, University of Derby Evaluation of an Applied Psychology Online Degree Maggie Gale, University of Derby Summary An online questionnaire survey was used to explore the learning experiences of 29 students studying for a unique

More information

Understanding student learning: Statistics for professionals. Statistical analyses forms a core UoS for undergraduate degrees of the Faculty of

Understanding student learning: Statistics for professionals. Statistical analyses forms a core UoS for undergraduate degrees of the Faculty of Understanding student learning: Statistics for professionals Statistical analyses forms a core UoS for undergraduate degrees of the Faculty of Health Sciences. Students are introduced to the principles

More information

Integrating learning technology into classrooms: The importance of teachers perceptions

Integrating learning technology into classrooms: The importance of teachers perceptions Educational Technology & Society 5(1) 2002 ISSN 1436-4522 Integrating learning technology into classrooms: The importance of teachers perceptions Chris Cope Department of IT, La Trobe University PO Box

More information

WESTMINSTER EXCHANGE. GIS Guided Independent Study A Brief Guide

WESTMINSTER EXCHANGE. GIS Guided Independent Study A Brief Guide WESTMINSTER EXCHANGE GIS Guided Independent Study A Brief Guide Edition 2, March 2010 WESTMINSTER EXCHANGE University of Westminster Westminster Exchange is a central academic unit of the University. Our

More information

EXPLORING PATTERNS OF USING LEARNING RESOURCES AS A GUIDELINE TO IMPROVE SELF-REVISION

EXPLORING PATTERNS OF USING LEARNING RESOURCES AS A GUIDELINE TO IMPROVE SELF-REVISION EXPLORING PATTERNS OF USING LEARNING RESOURCES AS A GUIDELINE TO IMPROVE SELF-REVISION P. Sajjacholapunt, M.S. Joy Department of Computer Science, University of Warwick (United Kingdom) E-mails P.Sajjacholapunt@warwick.ac.uk,

More information

De Montfort University. Course Template

De Montfort University. Course Template De Montfort University Course Template 1. Basic information Course Name: Software Engineering Course Code: CC103A Level (UG, PG): Undergraduate Academic Period: 2014 Faculty: Faculty of Technology Department:

More information

PROGRAMME SPECIFICATION MSc Psychology

PROGRAMME SPECIFICATION MSc Psychology PROGRAMME SPECIFICATION MSc Psychology 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited by British Psychological Society 4. Final

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling

More information

MASTER OF EDUCATION (TECHNICAL AND VOCATIONAL EDUCATION)

MASTER OF EDUCATION (TECHNICAL AND VOCATIONAL EDUCATION) MASTER OF EDUCATION (TECHNICAL AND VOCATIONAL EDUCATION) 1. Qualification MA 2. Programme Title Master of Education (Technical Vocational Education) 3. UCAS Code N/A 4. Programme Type Modular Full-time

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Basic Course Information Nottingham Trent University Course Specification 1. Awarding Institution: Nottingham Trent University 2. School/Campus: School of Science & Technology 3. Final Award, Course Title

More information

Project 1 Report exemplar

Project 1 Report exemplar Project 1 Report exemplar PART A: Understanding Student Learning Historically, scholarship in teaching has seen little or no attention in academic culture. An established track record in academic research

More information

Diane Rossiter *+ and Anthony Rossiter +

Diane Rossiter *+ and Anthony Rossiter + APPLICATIONS OF ONLINE PEDAGOGY TO A FIRST YEAR BLENDED LEARNING MODULE USING A VLE ABSTRACT Diane Rossiter *+ and Anthony Rossiter + * The University of Manchester, UK. + The University of Sheffield,

More information

Psychology, Early Childhood Studies, Counselling Date specification last up-dated May 2014

Psychology, Early Childhood Studies, Counselling Date specification last up-dated May 2014 Child Psychology Final award Intermediate awards available UCAS code Details of professional body accreditation BSc (Hons) Cert. HE, DipHE, BSc C823 British Psychological Society Relevant QAA Benchmark

More information

In line with the QAA criminology benchmark statements on learning outcome thresholds the programme aims to:

In line with the QAA criminology benchmark statements on learning outcome thresholds the programme aims to: Course Record Information Name and Level of final and Intermediate Awards Awarding Body Location of Delivery Mode of Study UW Course Code JACS Code UCAS Code QAA Subject Benchmarking Group Professional

More information

Programme Design. Overview of curriculum models

Programme Design. Overview of curriculum models Programme Design Overview of curriculum models Author: Geraldine O Neill Email: Geraldine.m.oneill@ucd.ie Date: 13 th January 2010 Overview of curriculum models Ornstein and Hunkins (2009, p15) contend

More information

Programme Specification BA (Hons) International Tourism and Hospitality Management (level 3 top-up) From 2013 entry

Programme Specification BA (Hons) International Tourism and Hospitality Management (level 3 top-up) From 2013 entry 1. Awarding Institution York St John University 2. Teaching Institution York St John University 3. Delivery locations (if different to Teaching Institution) 4. Programme(s) Accredited by (professional/statutory

More information

Course Specification

Course Specification LEEDS BECKETT UNIVERSITY Course Specification MSc Sport and Exercise Science 2016-17 (SEMSC) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications

More information

Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology

Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology Kathryne A. Newton, Mathias J. Sutton, and Duane D. Dunlap Purdue University Session

More information

REVISED GRID FOR MICRO LEVEL APPROACH

REVISED GRID FOR MICRO LEVEL APPROACH Cover sheet Country: Sector: Level: United Kingdom Bank EQF Level: 6 IT NQF Level: 6 Institution (private/state): Name of the study program : Duration (in years/months): University (state) BSc Computer

More information

Programme Specification and Curriculum Map for BSc Honours Network Management and Security

Programme Specification and Curriculum Map for BSc Honours Network Management and Security Programme Specification and Curriculum Map for BSc Honours Network Management and Security 1. Programme title BSc Honours Network Management and Security 2. Awarding institution Middlesex University 3.

More information

IN PARTNERSHIP WITH PLYMOUTH UNIVERSITY. Highlands. Opportunities Achievement Success. Information Technology for Business Degrees

IN PARTNERSHIP WITH PLYMOUTH UNIVERSITY. Highlands. Opportunities Achievement Success. Information Technology for Business Degrees Highlands Opportunities Achievement Success IN Information Technology for Business Degrees Introduction Plymouth University in partnership with Highlands College offers unrivalled expertise and experience

More information

Using online assessments to enhance student engagement with biological psychology

Using online assessments to enhance student engagement with biological psychology Using online assessments to enhance student engagement with biological psychology Dr Lucy Annett, Dr Sue Anthony & Dr Stefanie Schmeer School of Psychology, University of Hertfordshire, College Lane, Hatfield,

More information

De Montfort University. Course Template. The programme contains four diets leading to four named awards.

De Montfort University. Course Template. The programme contains four diets leading to four named awards. De Montfort University Course Template 1. Basic information Course Name: Computer Science Course Code: CC102A Level (UG, PG): Undergraduate Academic Period: 2014 Faculty: Faculty of Technology Department:

More information

Faculty of Health & Human Sciences School of Psychology

Faculty of Health & Human Sciences School of Psychology Faculty of Health & Human Sciences School of Psychology Programme Specification for Psychology Undergraduate Programmes BSc (Hons) Psychology BSc (Hons) Psychology major with approved minor subjects Each

More information

The Transition from. Foundation Degree (Level 5) to Honours Degree. (Level 6): The Perspectives of Students and Staff

The Transition from. Foundation Degree (Level 5) to Honours Degree. (Level 6): The Perspectives of Students and Staff The Transition from Foundation Degree (Level 5) to Honours Degree (Level 6): The Perspectives of Students and Staff 1 ABSTRACT This paper discusses the results of a small-scale study undertaken in 2009

More information

PROGRAMME SPECIFICATION. Foundation Degree (Working with Children: Education and Well-Being) Foundation Degree / Foundation Certificate

PROGRAMME SPECIFICATION. Foundation Degree (Working with Children: Education and Well-Being) Foundation Degree / Foundation Certificate PROGRAMME SPECIFICATION Foundation Degree (Working with Children: Education and Well-Being) Awarding institution: Institute of Education, University of London Teaching institution: Institute of Education,

More information

value equivalent value

value equivalent value PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MRES Clinical Research TMRS1KTCNR TMRS2KTCNR 2. Final award Award Title Credit ECTS Any special criteria

More information

LOUGHBOROUGH UNIVERSITY. Programme Specification. International Financial and Political Relations

LOUGHBOROUGH UNIVERSITY. Programme Specification. International Financial and Political Relations LOUGHBOROUGH UNIVERSITY Programme Specification MSc in International Financial and Political Relations Please note: This specification provides a concise summary of the main features of the programme and

More information

MA APPLIED LINGUISTICS AND TESOL

MA APPLIED LINGUISTICS AND TESOL MA APPLIED LINGUISTICS AND TESOL Programme Specification 2015 Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers.

More information

Programme Specification (Undergraduate) Date amended: April 2014

Programme Specification (Undergraduate) Date amended: April 2014 Programme Specification (Undergraduate) Date amended: April 2014 1. Programme title(s) and UCAS code(s): Certificate of Higher Education in Psychology (no UCAS code) 2. Awarding body or institution: University

More information

Programme Specification Postgraduate Programmes

Programme Specification Postgraduate Programmes Programme Specification Postgraduate Programmes Awarding Body/Institution Teaching Institution University of London Goldsmiths, University of London Name of Final Award and Programme Title MA Counselling

More information

Part one: Programme Specification

Part one: Programme Specification Part one: Programme Specification Course record information Name and level of final award: Name and level of intermediate awards: Awarding body/institution: Status of awarding body/institution: Location

More information

SCHOOL OF NURSING. FdSc in Healthcare Practice. Programme Specification. December 2011

SCHOOL OF NURSING. FdSc in Healthcare Practice. Programme Specification. December 2011 FACULTY OF HEALTH, SOCIAL CARE AND EDUCATION SCHOOL OF NURSING FdSc in Healthcare Practice Programme Specification December 2011 Updated 24.10.2014 Foundation Degree Healthcare Practice - Programme Spec

More information

ACCOUNTING STUDENT S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORM ANCE

ACCOUNTING STUDENT S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORM ANCE 140 Jurnal Akuntansi dan Keuangan Indonesia, D esem ber 2009, Vol. 6, No. 2, hal 140-151 Jurnal Akuntansi dan Keuangan Indonesia Volume 6 Nomor 2, Desember 2009 ACCOUNTING STUDENT S LEARNING APPROACHES

More information

Programme Specification and Curriculum Map for MSci Sports Informatics & Data Analytics

Programme Specification and Curriculum Map for MSci Sports Informatics & Data Analytics Programme Specification and Curriculum Map for MSci Sports Informatics & Data Analytics 1. Programme title MSci in Sports Informatics & Data Analytics 2. Awarding institution Middlesex University 3. Teaching

More information

Section 1: Programme Specification

Section 1: Programme Specification Section 1: Programme Specification 1. Award - BA (Hons) 2. Route Event Management / Event Management (Professional Placement) 3. Awarding Institution/Body University of Chichester 4. Teaching Institution

More information

Instructional Design Principles in the Development of an E-Learning Graduate Course

Instructional Design Principles in the Development of an E-Learning Graduate Course 1 Instructional Design Principles in the Development of an E-Learning Graduate Course John Arul Phillips Ansary Ahmed Kuldip Kaur Professor Professor Associate Professor Faculty of Education, Arts Senior

More information

Programme Type: Certificate in Education, Post Compulsory Education and Training. (Cert. Ed - PCET) Programme Specification

Programme Type: Certificate in Education, Post Compulsory Education and Training. (Cert. Ed - PCET) Programme Specification Programme Title: Certificate in Education, Post Compulsory Education and Training (Cert. Ed - PCET) Programme Specification This document provides a summary of the features and facts relating to the above

More information

FOUNDATION DEGREE - BUSINESS MANAGEMENT PROGRAMME SPECIFICATION

FOUNDATION DEGREE - BUSINESS MANAGEMENT PROGRAMME SPECIFICATION FOUNDATION DEGREE - BUSINESS MANAGEMENT PROGRAMME SPECIFICATION 1 Awarding institution/body University of Essex 2 Teaching institution Writtle College 3 Programme accredited by n/a 4 Named award FdA Business

More information

UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION. PgCert/PgDip/MSc in Healthcare informatics

UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION. PgCert/PgDip/MSc in Healthcare informatics UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION PgCert/PgDip/MSc in Healthcare informatics PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes

More information

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications Faculty of Education, Law and Social Sciences School of Education December 2011 Programme Specification PG

More information

Regent. http://www.westminster.ac.uk

Regent. http://www.westminster.ac.uk PROGRAMME SPECIFICATION Course record information Name and level of final award: BSc (Hons) Psychology Name and level of intermediate awards: Awarding body/institution: Status of awarding body/institution:

More information

The advanced study of organisations, their management and the changing external context in which they operate.

The advanced study of organisations, their management and the changing external context in which they operate. PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award Master of Business Administration 4 Programme Title Master of Business Administration

More information

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes

More information

DIPLOMA IN BUSINESS ADMINISTRATION (NQF 6) (3 YEAR) CHE (HEQF) ACCREDITED QUALIFICATION SAQA ID: 88897

DIPLOMA IN BUSINESS ADMINISTRATION (NQF 6) (3 YEAR) CHE (HEQF) ACCREDITED QUALIFICATION SAQA ID: 88897 DIPLOMA IN BUSINESS ADMINISTRATION (NQF 6) (3 YEAR) CHE (HEQF) ACCREDITED QUALIFICATION SAQA ID: 88897 1. Diploma in Business Administration (NQF 6) (6 Year) The PC Training & Business College (Pty) Ltd

More information

Measuring the response of students to assessment: the Assessment Experience Questionnaire

Measuring the response of students to assessment: the Assessment Experience Questionnaire 11 th Improving Student Learning Symposium, 2003 Measuring the response of students to assessment: the Assessment Experience Questionnaire Graham Gibbs and Claire Simpson, Open University Abstract A review

More information

Programme Specification and Curriculum Map for BA Criminology (Criminal Justice)

Programme Specification and Curriculum Map for BA Criminology (Criminal Justice) Programme Specification and Curriculum Map for BA Criminology (Criminal Justice) 1. Programme title BA Criminology (Criminal Justice) 2. Awarding institution Middlesex University 3. Teaching institution

More information

BA Early Childhood Studies FT

BA Early Childhood Studies FT Date of Revision Date of Previous Revision Programme Specification (2014-15) A programme specification is required for any programme on which a student may be registered. All programmes of the University

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION MANCHESTER METROPOLITAN UNIVERSITY PS/1 PROGRAMME SPECIFICATION Basic Programme Details 1 Programme title Foundation Degrees in Business 2 Mode(s) and duration Full Time / Part Time - 2 years 3 Awarding

More information

The University s course specification template has been developed to fulfil three main functions; it shall act:

The University s course specification template has been developed to fulfil three main functions; it shall act: LONDON METROPOLITAN UNIVERSITY Course Specification template The University s course specification template has been developed to fulfil three main functions; it shall act: as a source of information for

More information

Teaching Fellow in International Relations

Teaching Fellow in International Relations Teaching Fellow in International Relations College of Social Science Department of Politics and International Relations Salary Grade 7-31,644 to 36,661 per annum Fixed Term Contract from 1 August 2014

More information

GUIDELINE ON QUALITY OF DISTANCE EDUCATION FOR EXTERNAL STUDENTS AT THE HEI S OF PAKISTAN

GUIDELINE ON QUALITY OF DISTANCE EDUCATION FOR EXTERNAL STUDENTS AT THE HEI S OF PAKISTAN GUIDELINE ON QUALITY OF DISTANCE EDUCATION FOR EXTERNAL STUDENTS AT THE HEI S OF PAKISTAN (QUALITY ASSURANCE DIVISION) HIGHER EDUCATION COMMISSION (HEC) ISLAMABAD, PAKISTAN 0 Module 1: Guidelines for Establishment

More information

PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology. Teaching Institutions: UCL Institute of Education

PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology. Teaching Institutions: UCL Institute of Education PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology Awarding body: University College London Teaching Institutions: UCL Institute of Education Name of final award: Master of Science (MSc)

More information

LOUGHBOROUGH UNIVERSITY

LOUGHBOROUGH UNIVERSITY LOUGHBOROUGH UNIVERSITY Programme Specification Computer Science Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical

More information

Cavendish. http://www.westminster.ac.uk

Cavendish. http://www.westminster.ac.uk PROGRAMME SPECIFICATION Course record information Name and level of final award: BSc (Hons) Psychology Name and level of intermediate awards: Awarding body/institution: Status of awarding body/institution:

More information

Programme approval 2006/07 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION. ECTS equivalent

Programme approval 2006/07 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION. ECTS equivalent PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Public Services Policy and Management 2. Final award Award Title Credit ECTS Any special criteria value

More information

BA (Hons) International Business Management

BA (Hons) International Business Management Apply today - start September! BA (Hons) International Business Management Specially designed for working students flexible Study Programme 3½ years BA (Hons) International Business Management Our BA (Hons)

More information

UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP

UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP 25 UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP PLEASE NOTE: This specification provides a concise summary

More information

Henley MBA by Flexible Learning For students entering in 2012/3. Relevant QAA subject Benchmarking group(s): Programme length:

Henley MBA by Flexible Learning For students entering in 2012/3. Relevant QAA subject Benchmarking group(s): Programme length: Henley MBA by Flexible Learning For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:

More information

BIRMINGHAM CITY UNIVERSITY. MA Criminology. Programme Specification

BIRMINGHAM CITY UNIVERSITY. MA Criminology. Programme Specification BIRMINGHAM CITY UNIVERSITY MA Criminology Programme Specification Faculty of Education, Law and Social Sciences March 2011 Programme Specification: MA Criminology NOTE: This specification provides a concise

More information

Programme Specification and Curriculum Map for BSc (Hons) Computer Forensics

Programme Specification and Curriculum Map for BSc (Hons) Computer Forensics Programme Specification and Curriculum Map for BSc (Hons) Computer Forensics 1. Programme title Computer Forensics 2. Awarding institution Middlesex University 3. Teaching institution 4. Programme accredited

More information

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS. School of Arts and Social Sciences Department or equivalent Department of Psychology

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS. School of Arts and Social Sciences Department or equivalent Department of Psychology PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS Programme name Psychology Award BSc (Hons) School School of Arts and Social Sciences Department or equivalent Department of Psychology UCAS Code

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: School of Science & Technology 3. Final Award, Course Title

More information

Programme Specification 2015/16 N/A

Programme Specification 2015/16 N/A Programme Specification 20/16 1. Awarding Body University of Surrey 2. Teaching Institution (if different) 3. Final Award MSc 4. Programme title/route/pathway Business Analytics 5. Subsidiary award(s)

More information

UCD TEACHING AND LEARNING

UCD TEACHING AND LEARNING UCD TEACHING AND LEARNING/ RESOURCES E-Learning Planning Your Module Design for On-line or Blended Modules Authors: Geraldine O Neill & Aine Galvin Email: Geraldine.m.oneill@ucd.ie, aine.galvin@ucd.ie

More information

Programme Specification

Programme Specification Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) 1 Awarding Institution Queen Margaret University 2 Teaching Institution Queen

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Law/City 3. Final Award, Course Title and LLM Legal Practice

More information

Programme Specification. MRes Developmental Psychology. Valid from: September 2012 Faculty of Health & Life Sciences

Programme Specification. MRes Developmental Psychology. Valid from: September 2012 Faculty of Health & Life Sciences Programme Specification MRes Developmental Psychology Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final

More information

Programme Specification

Programme Specification Programme Specification Title: Master of Business Final Award: Master of Business Administration (MBA) With Exit Awards at: Postgraduate Certificate in Management (CMS) Diploma in Management Studies (DMS)

More information

Blackburn College Teaching, Learning and Assessment Strategy. 25 August 2015

Blackburn College Teaching, Learning and Assessment Strategy. 25 August 2015 Blackburn College Teaching, Learning and Assessment Strategy 25 August 2015 1 Introduction This document provides a Teaching, Learning and Assessment Strategy covering all of the College s Further Education

More information

London School of Commerce. Programme Specification for the. Cardiff Metropolitan University. Bachelor of Arts (Hons) in Business Studies

London School of Commerce. Programme Specification for the. Cardiff Metropolitan University. Bachelor of Arts (Hons) in Business Studies London School of Commerce Programme Specification for the Cardiff Metropolitan University Bachelor of Arts (Hons) in Business Studies 1 Contents Page 1. Aims and Objectives 3 2. Programme Learning Outcomes

More information

The design of the AFTRS Curriculum is based on the following principles:

The design of the AFTRS Curriculum is based on the following principles: CURRICULUM POLICY Introduction The Australian Film, Television and Radio School (AFTRS) is an elite specialist and selfaccrediting higher education institution that provides excellence in education through

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

School (Netherlands); Molde University College (Norway); ICN (France) Full-time; part-time (approved but not operational)

School (Netherlands); Molde University College (Norway); ICN (France) Full-time; part-time (approved but not operational) University of Westminster MSc in Supply Chain Logistics and Management Programme Specification Course Record Information Name and level of final & intermediate Awards Awarding Body Location of Delivery

More information

The Cert HE is suitable for students aiming to work with children and young people from birth to nineteen.

The Cert HE is suitable for students aiming to work with children and young people from birth to nineteen. Programme Specification Cert HE Working with Children and Families This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might

More information

value equivalent 360 180 Students enter with 240 credits transfer from FdA 3. Nested award Award Title Credit ECTS Any special criteria value

value equivalent 360 180 Students enter with 240 credits transfer from FdA 3. Nested award Award Title Credit ECTS Any special criteria value PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Education Studies 2. Final award Award Title Credit value BA Education Studies For undergraduate programmes

More information

Post Graduate Certificate in Education (PCET) Certificate in Education (PCET)

Post Graduate Certificate in Education (PCET) Certificate in Education (PCET) Post Graduate Certificate in Education (PCET) Certificate in Education (PCET) at Ashton Sixth Form College Subject to approval by Staffordshire University Guidance & Information Ashton Sixth Form College

More information

PROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology

PROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology Valid from September 2012 www.derby.ac.uk/ehs 1 CONTENTS SECTION ONE: GENERAL INFORMATION...

More information

Mode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site

Mode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site PROGRAMME SPECIFICATION DOCUMENT SECTION ONE: GENERAL INFORMATION Programme Title/ Subject Title: Master of Public Health Award title and Interim awards: Postgraduate Certificate in Public Health Postgraduate

More information

Final Award. (exit route if applicable for Postgraduate Taught Programmes) GN51 JACS Code. The entry qualifications are:

Final Award. (exit route if applicable for Postgraduate Taught Programmes) GN51 JACS Code. The entry qualifications are: Date of Revision Date of Previous Revision Programme Specification (2015-16) A programme specification is required for any programme on which a student may be registered. All programmes of the University

More information

What do third-year Speech Pathology students think of student-centred learning?

What do third-year Speech Pathology students think of student-centred learning? What do third-year Speech Pathology students think of student-centred learning? Joanne Arciuli Faculty of Health Sciences, University of Sydney This study assessed the effectiveness and appeal of student-centred

More information

University of Strathclyde: Department of Psychology. Basic Psychology. A REAP project case study June 2006. About the class: Drivers for change:

University of Strathclyde: Department of Psychology. Basic Psychology. A REAP project case study June 2006. About the class: Drivers for change: University of Strathclyde: Department of Psychology Basic Psychology A REAP project case study June 2006 About the class: Basic Psychology is a first year class, running over two semesters with typically

More information

The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students

The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students active learning in higher education Copyright 2004 The

More information

Asynchronous Learning Networks in Higher Education: A Review of the Literature on Community, Collaboration & Learning. Jennifer Scagnelli

Asynchronous Learning Networks in Higher Education: A Review of the Literature on Community, Collaboration & Learning. Jennifer Scagnelli Asynchronous Learning Networks in Higher Education: A Review of the Literature on Community, Collaboration & Learning Jennifer Scagnelli CREV 580 Techniques for Research in Curriculum and Instruction Fall

More information

PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology)

PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) Awarding Institution: Institute of Education, University of London Teaching Institution: Institute of Education,

More information

FOUNDATION DEGREE SPORTS AND EXERCISE PERFORMANCE PROGRAMME SPECIFICATION

FOUNDATION DEGREE SPORTS AND EXERCISE PERFORMANCE PROGRAMME SPECIFICATION FOUNDATION DEGREE SPORTS AND EXERCISE PERFORMANCE PROGRAMME SPECIFICATION 1 Awarding institution/body University of Essex 2 Teaching institution Writtle College 3 Programme accredited by 4 Named award

More information

The educational aims provide the over-arching structure to the course, together with also establishing its key philosophical underpinnings.

The educational aims provide the over-arching structure to the course, together with also establishing its key philosophical underpinnings. PROGRAMME SPECIFICATION MSc Applied Sport Science 1 Awarding institution/body University of Worcester 2 Teaching institution University of Worcester 3 Programme accredited by N/A 4 Final award MSc 5 Programme

More information

HND Business & Accounting. Programme Specification

HND Business & Accounting. Programme Specification HND Business & Accounting Programme Specification Awarding Body: Teaching Institution: Final Award: Programme Title: Mode of Study: Language of Study: UCAS Code: Edexcel (BTEC) South and City College Birmingham

More information

Programme Specification. BA (Hons) Religion and Theology. Valid from: September 2012 Faculty of Humanities and Social Sciences

Programme Specification. BA (Hons) Religion and Theology. Valid from: September 2012 Faculty of Humanities and Social Sciences Programme Specification BA (Hons) Religion and Valid from: September 2012 Faculty of Humanities and Social Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study UCAS Codes: QAA Subject Benchmarks: Professional/Statutory Body:

More information

Foundation Degree (Arts) International Hospitality Management

Foundation Degree (Arts) International Hospitality Management Foundation Degree (Arts) International Programme Specification Programme Code: 2C44 Programme valid from September 2014 Valid for delivery at: University of Derby Derby College (from September 2015) CONTENTS

More information

Faculty of Arts & Humanities Plymouth University. Master of Research (M.Res) History. Programme Specification

Faculty of Arts & Humanities Plymouth University. Master of Research (M.Res) History. Programme Specification Faculty of Arts & Humanities Plymouth University Master of Research (M.Res) History Programme Specification Informal Faculty Review: 18 July 2006 Approval Event: 22 November 2006 First intake: September

More information

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS. School of Arts and Social Sciences Department or equivalent Department of Psychology

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS. School of Arts and Social Sciences Department or equivalent Department of Psychology PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS Programme name Psychology Award BSc (Hons) School School of Arts and Social Sciences Department or equivalent Department of Psychology UCAS Code

More information

Computers & Education

Computers & Education Computers & Education 58 (2012) 1021 1027 Contents lists available at SciVerse ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu Emerging university student experiences

More information